Effects of Using Picture Books to Implement Radical Recognition Instruction on Elementary Students with Mild Mental Retardation
碩士 === 臺北市立教育大學 === 特殊教育學系碩士班身心障礙組(日) === 97 === Effects of Using Picture Books to Implement Radical Recognition Instruction on Elementary Students with Mild Mental Retardation Kuan-Jung Chen This study was to examine the effectiveness of using picture books to implement radical recognition instru...
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ndltd-TW-097TMTC52840252015-11-13T04:08:34Z http://ndltd.ncl.edu.tw/handle/94858593370928362141 Effects of Using Picture Books to Implement Radical Recognition Instruction on Elementary Students with Mild Mental Retardation 以繪本實施部件識字教學對國小輕度智能障礙兒童識字成效研究 Kuan-Jung Chen 陳冠蓉 碩士 臺北市立教育大學 特殊教育學系碩士班身心障礙組(日) 97 Effects of Using Picture Books to Implement Radical Recognition Instruction on Elementary Students with Mild Mental Retardation Kuan-Jung Chen This study was to examine the effectiveness of using picture books to implement radical recognition instruction on elementary Students with mild mental retardation. Single-subject A-B-A experimental design across subjects was employed. Participants were two elementary school students with mild mental retardation. Immediate effects and long-term effects of word recognition were examined. The independent variable was instruction of using picture books to implement radical recognition instruction. The dependent variable was students’ performance of word recognition. Data were collected by using observation and student interviews, and were analyzed through visual analysis method. Results found that using picture books to implement radical recognition instruction demonstrated significant immediate effects on improving the performance of word recognition. Long-term effects were found especially in the “Chinese-Character Puzzle” subtest. Suggestions for future related research were also provided. I-Hui WU 吳怡慧 2009 學位論文 ; thesis 110 zh-TW |
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碩士 === 臺北市立教育大學 === 特殊教育學系碩士班身心障礙組(日) === 97 === Effects of Using Picture Books to Implement Radical Recognition
Instruction on Elementary Students with Mild Mental Retardation
Kuan-Jung Chen
This study was to examine the effectiveness of using picture books to implement radical recognition instruction on elementary Students with
mild mental retardation. Single-subject A-B-A experimental design across subjects was employed. Participants were two elementary school students with mild mental retardation. Immediate effects and long-term effects of word recognition were examined. The independent variable was instruction of using picture books to implement radical recognition instruction. The dependent variable was students’ performance of word recognition. Data were collected by using observation and student interviews, and were analyzed through visual analysis method. Results found that using picture books to implement radical recognition instruction demonstrated significant immediate effects on improving the performance of word recognition. Long-term effects were found especially in the “Chinese-Character Puzzle” subtest. Suggestions for future related research were also provided.
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author2 |
I-Hui WU |
author_facet |
I-Hui WU Kuan-Jung Chen 陳冠蓉 |
author |
Kuan-Jung Chen 陳冠蓉 |
spellingShingle |
Kuan-Jung Chen 陳冠蓉 Effects of Using Picture Books to Implement Radical Recognition Instruction on Elementary Students with Mild Mental Retardation |
author_sort |
Kuan-Jung Chen |
title |
Effects of Using Picture Books to Implement Radical Recognition Instruction on Elementary Students with Mild Mental Retardation |
title_short |
Effects of Using Picture Books to Implement Radical Recognition Instruction on Elementary Students with Mild Mental Retardation |
title_full |
Effects of Using Picture Books to Implement Radical Recognition Instruction on Elementary Students with Mild Mental Retardation |
title_fullStr |
Effects of Using Picture Books to Implement Radical Recognition Instruction on Elementary Students with Mild Mental Retardation |
title_full_unstemmed |
Effects of Using Picture Books to Implement Radical Recognition Instruction on Elementary Students with Mild Mental Retardation |
title_sort |
effects of using picture books to implement radical recognition instruction on elementary students with mild mental retardation |
publishDate |
2009 |
url |
http://ndltd.ncl.edu.tw/handle/94858593370928362141 |
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